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THE  REPLY  OF  THE 
TRUSTEES  TO  THE  CLASS 
OF  EIGHTEEN  EIGHTY  FIVE 


THE  REPLY  OF  THE 
TRUSTEES  TO  THE  CLASS 
OF  EIGHTEEN   EIGHTY-FIVE 


THE  REPLY  OF  THE 
TRUSTEES  TO  THE  CLASS 
OF  EIGHTEEN  EIGHTY-FIVE 


•  :  •  ;•  ;  .  •» 


AMHERST    COLLEGE 
1911 


*s 


^'^ 


THE  •  PLIMPTON  •  PRESS  •  NORWOOD  •  MASS  •  U  •  S  •  A 


THE  REPLY  OF  THE  TRUSTEES 
TO  THE  CLASS  OF  1885 


w 


IDE  attention  and  comment  have  been 
awakened  by  the  memorial  presented  to  the 
trustees  of  Amherst  College  by  the  Class  oj 
1 88^  at  its  twenty-fijth  anniversary,  on  the 
condition  and  policy  of  the  institution.  In 
response,  the  college  corporation  has  made 
the  following  answer: 

TO  THE   CLASS  OF  1885   OF 
AMHERST  COLLEGE 

THE  president  and  trustees  of  Amherst 
College  recognize  in  your  address  a 
gratifying  proof  of  the  affectionate 
care  of  our  alumni  for  this  institution  as  a 
home  of  learning,  from  which  they  have 
profited  and  desire  others  to  profit.  You 
have  done  Amherst  a  great  service  by  draw- 
ing the  attention  of  the  world  of  education 
to  the  policy  of  the  College.  Your  criticism 
is  frank,  loyal,  and  helpful.  We  approve  your 
spirit  and  intent.  Your  proposals  are  all  the 
more  valuable  and  gain  greatly  in  practical 

[s] 


259959 


THE     REPLY    OF    THE    TRUSTEES 

efficiency  and  application  because  they  urge 
much  that  the  College  administration  was 
already  putting  into  operation  when  your 
memorial  was  presented;  and  this  advance 
has  been  supplemented  by  your  advice.  Our 
mutual  confidence  in  the  policy  of  our  College 
must  be  strengthened  when  we  find  that  its 
alumni  urge  what  the  president  and  faculty 
were  adopting,  and  that  its  president  and 
faculty  approve  additions  to  its  policy  which 
the  alumni  propose. 

Your  address  asks  that  the  instruction  be 
in  future  a  "modified  classical  course";  that 
the  degree  of  bachelor  of  science  be  abolished ; 
that  the  College  devote  all  its  means  to  the 
increase  of  teachers'  salaries;  that  the  number 
of  students  be  limited;  and  that  entrance  be 
permitted  only  by  competitive  examination. 

We  agree  with  you  that  the  function  of 
Amherst  College  is  to  train  its  students  by 
means  of  the  liberal  arts  and  sciences  for  a 
more  abundant  life,  and  not  for  a  larger  wage. 
It  should  not  attempt  technical,  vocational,  or 
professional  education.  Amherst  has  always 
regarded  both  the  humanities  and  the  sciences 
as  necessary  to  a  complete  education  and  the 
true  foundation  for  intellectual  discipline  and 
for  character. 

[6] 


THE    REPLY    OF    THE    TRUSTEES 

A  liberal  education  is  not  complete  unless 
it  enters  several  fields  of  learning.  The  value 
of  the  ancient  classics,  that  is,  the  Greek  and 
Latin  languages  and  literatures,  is  recognized. 
But  there  are  other  knowledges  that  are 
requisite  to  a  liberal  education.  Science, 
which  has  so  developed  in  the  last  fifty  years 
as  to  be  a  new  creation,  is  a  discipline,  is  a 
knowledge  that  every  educated  man  should 
have.  This,  indeed,  is  recognized  in  your 
address  when  you  say,  "All  would  agree  that 
some  knowledge  of  science  is  part  of  a  Hberal 
education,"  that  "in  any  teaching  of  the 
experience  of  the  race,  the  sciences  have  a 
necessary  place."  But  history,  philosophy, 
mathematics,  political  science,  economics, 
music,  the  literature  of  one's  own  tongue, 
German  and  Romance  languages  and  liter- 
atures, certainly  a  liberally  educated  man 
should  know  something  of  these  great  expe- 
riences of  the  human  race.  The  curriculum 
includes  all  these  subjects,  and  more  than 
half  of  the  choices  of  students  are  made  from 
among  them. 

Amherst  does  not,  however,  leave  the  selec- 
tion of  studies  to  the  wandering  choice  of 
the  student.  It  has  applied  this  principle 
to  physical  development  as  well  as  to  mental 

[7] 


THE    REPLY    OF    THE    TRUSTEES 

training.  The  studies  of  the  first  year  are 
prescribed:  Latin  and  Greek,  or  Latin  and  a 
modern  language,  mathematics,  English,  and 
a  science.  The  second  year  an  ancient  lan- 
guage and  a  science  are  continued,  and  three 
subjects  are  chosen.  The  third  and  fourth 
years  the  student  chooses  all  the  subjects  he 
will  pursue.  Thus  about  one-third  of  the 
whole  number  of  courses  is  prescribed  and 
two-thirds  are  elective.  In  order  that  some 
studies  may  be  continued  beyond  the  ele- 
mentary stage,  three  of  the  subjects  elected 
are  studied  three  years  and  oncv subject  two 
years,  while  no  subject  is  elected  for  a  course 
of  less  than  one  year.  The  three-year  courses 
are  called  majors,  and  the  two-year  course  a 
minor. 

It  is  important  that  students  have  a  working 
knowledge  of  modern  languages,  since  they 
are  more  and  more  needed  in  actual  life. 
To  ensure  this  knowledge,  those  students  that 
have  had  both  Latin  and  Greek  will,  begin- 
ning with  the  next  entering  class,  be  required 
before  graduation  to  translate  at  sight  German 
or  a  Romance  language  (French,  Spanish,  or 
Italian),  and  those  that  have  had  but  one 
ancient  language,  to  translate  both  German 
and  a  Romance  language. 

[8] 


THE     REPLY    OF    THE    TRUSTEES 

If  a  Student  completes  in  the  first  two  years 
the  required  courses  in  classics,  science,  and 
the  modern  languages,  the  last  two  years 
will  oflFer  a  free  and  wide  choice  of  subjects 
whose  mastery  and  advanced  study  will  be 
rendered  feasible  by  the  ability  to  consult 
works  in  German  and  a  Romance  tongue,  by 
familiarity  with  scientific  method  and  classical 
study  on  broad  lines. 

The  degree  of  bachelor  of  science  has  not 
been  off'ered  in  Amherst  for  a  course  of 
technical  training,  but  for  a  course  in  which 
the  culture  of  science  and  of  other  liberalizing 
studies  was  sought  as  a  sound  preparation 
for  technological  and  professional  schools  and 
for  life.  For  eight  years  past,  three  years  of 
preparatory  Latin  have  been  required  from 
those  entering  this  course.  But  the  degree 
appears  now  open  to  the  misapprehension 
that  it  is  conferred  upon  completing  a  course 
of  technical  training.  Since  it  is  a  course  in 
the  liberal  arts  and  sciences,  there  is  no  reason 
why  the  degree  of  bachelor  of  arts  should  not 
be  given  on  the  completion  of  such  a  course, 
and  therefore  the  degree  of  bachelor  of  science 
will  not  be  off'ered  to  classes  entering  after 
191 3,  but  only  the  one  degree  of  bachelor  of 
arts.     As  now  arranged,  the   course  leading 

[9] 


THE    REPLY    OF    THE    TRUSTEES 

to  this  degree  is  a  better  training  for  technical 
studies  than  the  course  that  led  to  bachelor 
of  science.  Four  years  of  Latin  will  be 
required  of  all  for  entrance.  Two  years  of 
an  ancient  language  and  two  years  of  science 
are  in  the  future  to  be  required  in  the  college 
course,  instead  of  one  year  each  in  classics 
and  science,  as  in  the  past.  Hitherto  half 
the  College  took  two  years  of  the  classics  and 
half  two  years  in  science,  a  part  taking  both. 
In  future  all  will  take  both  studies  for  two 
years.  Amherst  does  not  look  on  any  man  as 
educated  unless  he  has  been  taught  to  inter- 
pret the  problems  of  his  own  day  through 
the  lessons  of  the  past  and  has  received  a 
knowledge  of  classic  literature,  philosophy, 
and  civilization,  gaining  discipline  in  the 
expression  of  his  own  tongue  through  the 
mental  process  of  translation.  Neither  does 
Amherst  look  on  any  man  to-day  as  fully 
trained  for  modern  life  who  has  not  learned 
the  methods  of  the  laboratory  and  laid  a 
secure  foundation  in  science. 

With  the  requirement  of  a  preparation  of 
four  years  of  Latin  and  of  two  years  of  an 
ancient  language  in  college,  Amherst  is  defi- 
nitely on  the  basis  of  a  modified  classical 
course.     It  is  to  be  regretted  that  the  require- 

[10] 


THE    REPLY    OF    THE    TRUSTEES 

ment  of  Greek  cannot  be  made,  since  so  few 
preparatory  schools  teach  it.  But  the  Col- 
lege believes  in  Greek,  believes  in  its  value  for 
discipline,  for  the  culture  and  for  the  wide 
horizon  opened  to  the  student  by  knowledge 
of  the  vital  past  on  which  the  literature,  the 
institutions,  the  life  of  to-day  are  founded 
and  without  which  they  cannot  be  fully  under- 
stood. To  encourage  the  study  of  Greek, 
plans  are  being  made  to  establish  a  classical 
lectureship,  and  a  number  of  honorary  schol- 
arships for  students  fitted  in  Greek. 

The  outside  activities  of  the  College  have 
never  trenched  upon  studies  in  Amherst  to 
the  extent  that  is  charged  elsewhere  and 
intimated  in  your  address.  We  look  on  these 
activities  as  of  great  cultural  value,  and  we 
also  believe  that  the  development  of  the 
curriculum  tends  to  the  proper  subordina- 
tion of  these  interests.  By  limitation  of  the 
number  of  activities,  by  insistence  upon  good 
scholarship  as  a  requisite  for  participation, 
by  giving  opportunity  and  encouragement  to 
every  student  to  have  some  share  in  them,  we 
are  securing  from  year  to  year  a  wiser  balance 
of  work  and  play.  We  would  not  prevent 
the  competition  of  students  with  their  fellows 
for  prizes  and  honors  justly  dear  to  under- 

[II] 


THE     REPLY    OF    THE    TRUSTEES 

graduates.  In  this  spirit,  besides  the  required 
gymnastic  exercise,  the  College  is  developing 
team  work  by  the  general  body  of  students 
on  the  athletic  field.  This  year  three-fifths, 
300  out  of  500,  share  this  stimulus  for  the 
physical  and  social  well-being,  and  the  policy 
will  be  continued  until  all  not  physically 
disqualified  are  engaged  in  some  athletic 
competition.  Dramatics,  music,  literary 
publications,  intercollegiate  debates,  and 
oratorical  contests  have  a  place  and  engage 
an  interest  of  great  value. 

The  Amherst  graduate,  with  these  plans 
and  policies  in  full  force,  will  have  ofi'ered 
four  years  of  Latin  or  Greek  or  both,  at 
entrance;  he  will  have  had  in  college  two 
years  of  an  ancient  language  and  two  years 
at  least  of  science;  he  will  have  a  reading 
knowledge  of  German  and  a  Romance  lan- 
guage; he  will  have  pursued  three  subjects 
for  three  years  and  one  subject  for  two  years; 
he  will  have  had  the  choice,  besides  the 
requirements  of  classics,  sciences,  mathe- 
matics, and  modern  languages,  of  philosophy, 
including  metaphysics  and  psychology,  his- 
tory, economics,  political  science,  and  litera- 
ture; he  will  have  had  abundant  opportunity 
to  interest  himself  in  college  activities  and 

[12] 


THE     REPLY    OF    THE    TRUSTEES 

athletics,  and  he  will  not  have  been  permitted 
to  overdo  in  either.  Best  of  all,  this  will  have 
been  done  in  an  institution  whose  president, 
trustees,  faculty,  alumni,  and  undergraduates 
believe  that  the  first  office  and  duty  of  its 
training  is  to  stimulate  spiritual  responsibility 
for  the  service  of  humanity. 

As  to  the  limitation  of  numbers:  It  is,  of 
course,  necessary  to  limit  numbers  in  accord- 
ance with  our  equipment  and  capacity  for 
teaching  in  the  most  efficient  manner.  The 
teaching  policy  of  the  College  is  to  have 
small  groups  of  students.  The  last  semester 
76  courses  were  given.  Of  these,  64  courses 
were  taught  to  groups  of  30  or  less,  namely, 
18  courses  to  groups  of  20  to  30;  5  courses 
to  groups  of  15  to  20;  II  courses  to  groups  of 
10  to  15;  15  courses  to  groups  of  5  to  10; 
and  15  courses  to  groups  of  5  or  less.  In 
only  1 2  courses  were  the  groups  larger,  ranging 
from  31  to  54.  The  number  30  is  arbitrarily 
chosen  as  a  dividing  line.  There  are  few 
subjects  that  should  be  taught  to  as  many  as 
30  men.  The  ideal  of  Amherst  is  small 
numbers  in  the  classroom  and  thorough 
teaching. 

We  deem  it  desirable  that  the  numbers 
remain  in  the  neighborhood  of  five  hundred, 

[13] 


THE     REPLY    OF    THE    TRUSTEES 

in  order  that  the  distinct  atmosphere  of  a 
small  college  may  be  preserved,  a  number 
not  too  large  for  personal  acquaintance  of 
teachers  with  students,  and  of  students  with 
one  another,  not  too  small  for  esprit  du  corps 
and  enthusiasm. 

Competitive  examinations  on  all  subjects 
we  do  not  regard  as  the  best  method  of  testing 
candidates  for  admission.  In  view  of  differ- 
ences of  preparation  and  opportunity,  we 
take  the  best  evidence  obtainable  whether 
canditates  can  do  college  work  or  not. 

Amherst  is  less  solicitous  about  the  size 
of  its  Freshman  class  than  about  the  character 
of  the  Seniors  it  yearly  graduates.  It  is  as 
desirous  to  improve  the  work  done  by  the 
lower  third  of  a  class  as  to  lavish  effort 
on  the  upper  tenth.  Hence  our  system  of 
prescribed  subjects  and  of  major  and  minor 
courses,  our  raising  of  grades  for  passing  in 
each  course  and  for  graduation,  which  has 
been  advanced  to  a  minimum  of  70,  on  a 
scale  of  100,  after  having  been  for  several 
years  at  65;  our  policy  of  small  divisions,  of 
examination  at  the  end  of  each  semester, 
and  of  rigid  scholarship  requirements  in  case 
of  participation  in  athletics  and  other  outside 
activites. 

[14] 


THE    REPLY    OF    THE    TRUSTEES 

Such  a  course  and  such  aims  as  have  been 
outlined  call  for  instructors  free  from  anxiety- 
over  their  daily  expenditure.  It  is  the  policy 
of  the  board  to  increase  salaries  until  they 
are  at  a  reasonable  level.  This  policy  has 
been  practically  pursued  for  several  years. 
The  sum  of  $400,000  has  been  applied  in  the 
last  ten  years  to  raising  the  salaries  of  pro- 
fessors, while  at  the  present  time  we  are 
engaged  in  securing  a  fund  of  $400,000,  which 
is  nearly  completed,  for  the  same  purpose. 
We  mean  to  have  the  best  teachers,  to  put 
the  emphasis  on  teaching  more  than  on 
research,  and  to  make  the  emolument  such 
that  teachers  will  not  be  enticed  away.  We 
do  not  think,  however,  that  the  College  has 
no  other  needs.  The  faculty  is  unanimous 
in  the  opinion  that  there  should  be  an  increase 
in  hbrary  accommodations,  that  there  should 
be  another  recitation  hall,  and  more  adequate 
administrative  offices. 

In  reply,  then,  or  in  response  to  the  address 
of  the  Class  of  1885  we  would  say  that  the 
curriculum  offers  the  studies  of  a  liberal 
education;  that  courses  in  classics,  mathe- 
matics, modern  languages,  and  science  are 
required;  that  the  choice  of  three-years,  two- 
years,  and  one-year  courses  is  from  history, 

[is] 


THE    REPLY    OF    THE    TRUSTEES 

literature,  philosophy,  political  science,  and 
economics,  as  well  as  from  classics  and  science; 
that  the  one  degree  of  bachelor  of  arts  only 
will  be  given;  that  the  compensation  of 
teachers  has  been  increased  and  will  be  still 
further  advanced ;  that  the  number  of  students 
will  not  be  arbitrarily  fixed,  but  will  be  deter- 
mined by  the  provision  for  efficient  teaching; 
that  candidates  will  be  selected  according  to 
evidence  of  their  fitness  to  do  good  work; 
and  that  a  high  standard  of  scholarship  is 
maintained. 


[i6] 


^D9-20m-7,  i>y  vAbi»o^s4 


RETURN  TO  DESK  FROM  WHICH  BORROWED 

LOAN  DEPT. 

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RECEIVED  BY 

JUL  1  B  ^335 

IN  STACKS 

1 

CIRCUUTION  DEPT, 

NOV  271959 

REC'D  L.D 

NOV  3  Ufa 

''lAY  1  8  1976 

1 

m,m    -'''■'■ 

'  :":iUMMi|i>y 

JUL  1 1  1985 

^mnQiaJDmr 

rMV.t?o»r.^'er           -'^EjS'^'- 

UNIVERSITY  OF  CALIFORNIA  UBRARY 


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